Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kemppainen, Michigan Technological University; Gretchen L. Hein, Michigan Technological University; Steve Haisley Patchin, Center for Pre-College Outreach - Michigan Technological University; Kimberly D'Augustino; Cody J Kangas, Michigan Technological University

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First-Year Programs

Activities from First-Year Engineering ProjectsAbstractIn April 2012, the Mind Trekkers group from Michigan Technological University attended the2nd USA Science & Engineering Festival in Washington D.C. Mind Trekkers is an outreachorganization that focuses on making STEM accessible to all age groups through action-packedhands-on learning. This learning often takes place in short demonstrations or activities. One ofthese activities was modified from a first-year engineering project on wind energy as part of theIDEAS Project (DUE-0836861).For the semester project, student teams developed a bench-scale wind turbine. They measuredthe turbine performance by measuring the RPMs, torque, and wind velocity. They used Excel toanalyze their team and class

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas

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First-Year Programs

Paper ID #6703Implementing First-Year Design Projects with the Power of ChoiceDr. Thomas Shepard, University of St. Thomas Thomas Shepard is a Clinical Professor at the University of St. Thomas in St. Paul, Minnesota. He teaches courses in the thermal/fluid sciences, introduction to engineering for electrical and mechanical engineers, energy and the environment, and engineering for K-12 teachers. Dr. Shepard has research interests in experimental fluid mechanics, engineering education, energy conversion and engineering outreach

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

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First-Year Programs

Paper ID #6370Introduction of a Digital Logic Project in a First-Year Honors EngineeringCourseDr. Diana G. de la Rosa-Pohl, University of Houston (CoE) Diana de la Rosa-Pohl is an instructor in the Cullen College of Engineering at the University of Houston. She developed the first-year experience for the Honors Engineering Program and also teaches the two- course sequence. Her research interests include project-based learning in engineering education and the alignment of engineering education with professional practice.Dr. Stuart A. Long, University of Houston (CoE) Stuart A. Long was born in Philadelphia, Pennsylvania on

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Renée S DeGraaf M.A., Lansing Community College; Louise Paquette, Lansing Community College; Ruth Heckman, Lansing Community College; Neeraj Buch, Michigan State University; Thomas F. Wolff P.E., Michigan State University

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First-Year Programs

is a not a traditional conference paper. In this report we describe the progress of anNSF-funded Science, Technology, Engineering, and Mathematics Talent Expansion Program(STEP) project. The report is based on our STEP Third Year Review report. The broad processtimeline for a STEP project typically includes a lifetime of five years, with a milestone duringthe third year of operation that is an NSF checkpoint. This Third Year Review is centrallyimportant to every STEP project that is a standard Type 1 project; the data conveyed to NSFdetermines whether or not the fourth and fifth year of the project will be funded by NSF.The complete title of our STEP project is “EEES: Engaging Early Engineering Students toExpand Numbers of Degree Recipients

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University; Robin A.M Hensel, West Virginia University

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First-Year Programs

Page 23.1012.1 c American Society for Engineering Education, 2013 Putting the Fun in Programming Fundamentals - Robots Make Programs TangibleAbstractMany university first year programs seek to integrate kinesthetic projects into their fundamentalprogramming curriculum. This work describes an innovative hands-on method developed atWest Virginia University for teaching fundamental MATLAB programming through inductivelearning. Low cost, re-usable robotic kits were created using Arduino controllers and OWIrobots. Projects using the kits required the fundamental programming skills taught in the course.Learning outcomes met or exceeded expectations. The robotic application

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda S Zarske, University of Colorado, Boulder; Janet L Yowell, University of Colorado Boulder; Samantha Maierhofer, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder

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First-Year Programs

Paper ID #7069Teamwork in First-Year Engineering Projects Courses: Does Training Stu-dents in Team Dynamics Improve Course Outcomes and Student Experi-ences?Dr. Malinda S Zarske, University of Colorado, Boulder Malinda S. Zarske is the director of K-12 Engineering Education at the University of Colorado Boulder’s College of Engineering and Applied Science. A former high school and middle school science and math teacher, she has advanced degrees in teaching secondary science from the Johns Hopkins University and in civil engineering from CU-Boulder. She is also a First-Year Engineering Projects Instructor, Faculty Advisor

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

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First-Year Programs

participants were members of the University’s Honors College and completed the coursein their first or second year on campus.In the initial offering, the course focused on a single problem: how to increase the sustainabilityof the supercomputer center on campus? Students enrolled in this problem-based researchseminar learned about the problem area through in-class instruction and homework assignments,and then worked with the instructors to develop individual projects examining various solutionsto the shared research problem. In the second year the course was offered, the focus shifted froma specific problem to the broader topic of image analysis workflows, which are used in manySTEM disciplines to analyze data from photos and videos. In this workflow

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Burford J. Furman, San Jose State University; Ping Hsu, San Jose State University; Patricia R Backer, San Jose State University

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First-Year Programs

for Engineering Education, 2013 How Important is the WOW Factor in First Year Engineering Courses?AbstractThis paper discusses the effectiveness of using projects with a “wow factor,” that is, engagingand challenging hands-on projects, in a freshman engineering course to excite students aboutengineering and to motivate student retention and persistence. The course, offered at San JoséState University, enrolls approximately 700 students per year in a lecture/laboratory format.Projects include a solar cell evaluation, and the design, construction and testing of a scaled windturbine and an autonomous robot. Impact of the course content on students’ knowledge andattitudes about engineering is

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Esmaeili, University of Dayton; Ali Eydgahi, Eastern Michigan University

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First-Year Programs

Paper ID #7138By the Students, for the students: A New Paradigm for Better Achieving theLearning ObjectivesMr. Mohammadjafar EsmaeiliDr. Ali Eydgahi, Eastern Michigan University Dr. Eydgahi is a professor in the school of Engineering Technology at Eastern Michigan University. He has supervised a number of graduate thesis and undergraduate projects in the areas of Unmanned Vehicle Design, Sensor Fusion, Speaker Recognition Design, Virtual Reality and Visualization, Digital Signal Processing, Control Systems, Robotics and Systems Automation. He has an extensive experience in curriculum and laboratory design and development

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Silverstein, University of California, Los Angeles

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First-Year Programs

every class.What students need to know about careers in engineeringThe Syllabus for Engineering 98, “What students need to know about careers inengineering” (hereafter referred to as E98) is contained in Appendix 4. This course is a series ofweekly lectures and outside of class projects. The lectures provide the background to support theproject activities, and the projects permit the students to experience the concepts and lessonspresented in the lectures. Each week includes an ungraded assignment.There are no grades, tests or exams. Passing the Pass/No Pass course is based upon subjectiveevaluation of participation. On the other hand, students have many opportunities to judge theirperformance relative to the other students from data presented

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

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First-Year Programs

, introductory materials science, electronic materials, kinetics, and microelectronics processing. She has been involved in a number of innovative curriculum development programs and educational research projects on improving student learning in engineering through the use of active learning and service learning. In 2010, she was awarded the College of Engineering Award for Excellence in Service. In 2007-2008, she was an SJSU Teacher Scholar. In 2002, she was awarded the College of Engineering Excellence in Teaching award.Katherine Casey, SJSU College of Engineering Katherine graduated with a B.A. in Psychology and an M.A. in Experimental Psychology from SJSU. She now works in the College of Engineering as Engineering

Conference Session

FPD 7: First-Year Engineering Courses, Part II: Perceptions and Paradigms

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janaki Isabella Perera, Franklin W. Olin College of Engineering; Brendan Thomas Quinlivan, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

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First-Year Programs

Engineering is his main area of study, Brendan also has a vested interest in working to advance the field of engineering education.Dr. Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering Yevgeniya V. Zastavker is an Associate Professor of Physics at Franklin W. Olin College of Engineering. Her research interests lie at the intersection of project-based learning and gender studies with specic emphasis on the curricula and pedagogies implemented in the rst-year engineering programs. Page 23.595.1 c American Society for Engineering Education, 2013 Faculty Perceptions on

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

Tagged Divisions

First-Year Programs

Page 23.389.1 c American Society for Engineering Education, 2013 Developing a Summer Bridge Course for Improving Retention in EngineeringAbstractThis paper outlines the details of a summer bridge, project-based, cooperative, introduction toengineering pilot course developed and successfully implemented at Spelman College in aneffort to increase the retention rate of students to be enrolled in its dual-degree engineeringprogram. The course aims to expose incoming students of any STEM discipline to a broad arrayof practical and theoretical engineering principles for the purpose of helping students makeinformed decisions about pursuing engineering as a

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

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First-Year Programs

sustainability. Prior to joining the JMU Engineering faculty in 2012, Dr. Barrella was at Georgia Tech completing her Ph.D. research as part of the Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy J Hinds, Michigan State University; Carmellia Davis-King, Michigan State University; Thomas F. Wolff P.E., Michigan State University

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First-Year Programs

academic and co-curricular activities. By design, the group collaborates closely toensure that timelines of academic and co-curricular activities are aligned and reinforce andcomplement each other. Page 23.262.3The academic director has the following principal responsibilities: ● develops the curriculum for the academic program ● coordinates instruction for the academic courses ● manages the teaching assistants and undergraduate mentors required to operate the courses ● establishes interdisciplinary connections and initiatives that provide broad opportunities for course projects ● maintains the quality and safety of the

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Laura Darrah, Residence Life, Western Michigan University; Paul V. Engelmann, Western Michigan University; Cynthia Halderson, Western Michigan University; Bryan W. Thumme, Western Michigan University; Anetra Grice, Western Michigan University

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First-Year Programs

that while there is no statistically-significant difference in individualcourse performance between EH and non-EH students, first-year as well as all engineering andapplied sciences students living in EH have a statistically-significant higher fall term GPA thannon-EH students. Mandatory Math Tutoring appears to have a greater impact in Pre-Calculusthan Calculus I, leading the project team to expand this research pilot to include Algebra II in fallsemester 2012. One outcome of the Early Alert for At-Risk Student is a new data-reporting toolfrom the Office of Institutional Research that is user-friendly and allows the project team to runone report instead of multiple reports to identify all the potential at-risk students and theirdifficulties

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

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First-Year Programs

leadership rolesin either industry or academia. The program is held during the spring semester where theundergraduate students complete a one-credit pass/fail seminar course in which they learn abouta variety of research practices and opportunities, become familiar with the graduate schooladmission process, meet industry professionals, and tour college research laboratories hosted byfaculty members. In addition to the seminar, undergraduate mentees are paired with a graduatementor to complete a hypothesis or objective-based, level-appropriate project during the samespring semester. To gain further information on student attitudes, undergraduate studentscomplete several surveys to gauge their excitement and interest in engineering prior to

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

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First-Year Programs

Professorships, two national ASEE teaching awards, and is internationally recognized in his primary research field.Ms. Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and MedicalEngineering Kristen Strominger is the STEM Program Coordinator working under Anant Kukreti on the NSF Type 1 STEP Project in the School of Energy, Environmental, Biological and Medical Engineering at the Uni- versity of Cincinnati (UC). Kristen completed her master’s degree in Higher Education, Student Affairs at Florida State University in Tallahassee, Florida previous to beginning her position at UC in July 2012. She plans, designs, evaluates and modifies programs supported by the NSF Type 1 STEP Grant in the

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Kelsey Joy Rodgers, Purdue University, West Lafayette; Hyunyi Jung, Purdue University; Alena Moon, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

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First-Year Programs

eight TAs, 11 different factors regarding time, workload, training format, andtraining content were discussed that they felt either helped or hindered their training experience.Three factors, completing the open-ended project, face-to-face discussions, and face-to-facelecture discussed as main helpful factors. Major hindering factors were too much work and toomuch information.3. Helpful Factors related to TrainingThe completing the open-ended project for the semester was identified to be the most helpfulfactor on training participation, since three TAs (Piper, Gail, and Greg) explicitly discussed thisfactor. Piper mentioned completing an MEA and doing MEA grading prior to face-to-facetraining was helpful. Gail states that completing the MEA

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

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First-Year Programs

findings from the culminating third year of a three-yearNSF-funded project to improve introductory engineering courses at two universities carried outby the interdisciplinary team.Engineering InstructionThe field of engineering education has changed from its 19 th-century emphasis on industrialskills to the post-World War II focus on scientific and mathematics skills to a shift in the 1970sand 1980s that centered on such skills as critical thinking, communications, and team work. 16Recent industry reports indicate that engineering graduates are lacking in the areas of creativethinking and design, communication, and other professional skills.9 Graduates have been foundto be weak in their understanding of certain engineering processes and to lack

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

. Theyconcluded that soft skills can be taught, albeit not through traditional lecture means and a degreeof mentoring is recommended in the workplace, if possible. They tended to see the skillsenhanced through experiential project work. Similarly, Parker and Anderson10 at the Universityof Wisconsin deleted specific lectures on time management and teamwork skills in favor ofhaving students do appropriate project work to learn these same skills in a trial introduction tocivil and environmental engineering course. Vasko, et al11 concluded that once a projectexperience was concluded, soft skills such as life-long learning could be adequately assessed bystudent survey techniques. Tallon and Budny12 took a different approach in adding specificpublic speaking

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen Zahorian, Binghamton University; Mike Elmore, Binghamton University; Kyle J. Temkin, Binghamton University

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First-Year Programs

rate of engineering majors between freshmen and sophomore years is related to thestudent-disconnect between the difficult and theoretical math and science intensive curriculumwhich is common in most engineering programs and the engineering hands -on design-orientedtypes of things intended engineering majors are most interested in. Salient characteristics ofWTSN 111 and 112 include several lectures and labs on engineering design topics spanningseveral areas (such as basics of digital circuit design, an A rduino system design), small designprojects (such a simple mechanical design using Solid Edge), a larger design project (essentially Page

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; David Reeping, Ohio Northern University

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First-Year Programs

lizabeth is a Junior at Ohio Northern University. She is the Project Manager of an organization at school that is designing and fabricating a model Mars Rover for a local museum. She is, also, has leadership roles in Phi Sigma Rho, the engineering sorority as ONU. Other organizations she belongs to include: SWE, ASME, Flute Choir, JEC and more.Mr. David Reeping, Ohio Northern University Page 23.414.1 c American Society for Engineering Education, 2013 Development of a First-Year Engineering Course Classification SchemeIntroduction:A proliferation of first-year engineering programs exists

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gail D. Jefferson, University of South Alabama; Sally J. Steadman, University of South Alabama; Tom G Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

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First-Year Programs

advisor for Tau Beta Pi and for Mortar Board Senior Honor Society. Dr. Steadman is a past national president of Mortar Board.Dr. Tom G Thomas, University of South AlabamaDr. Kuang-Ting Hsiao, University of South Alabama Dr. Kuang-Ting Hsiao received his Ph.D. in Mechanical Engineering from University of Delaware in 2000. He joined the Center for Composite Materials at the University of Delaware as a research associate and worked on projects funded by ONR and NSF. Dr. Hsiao moved to the University of South Alabama in 2003 and is currently associate professor of mechanical engineering and faulty advisor of Pi Tau Sigma mechanical engineering honor society at the University of South Alabama. His current research projects

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela Renee Lockwood, West Texas A&M University; Emily M. Hunt, West Texas A&M University

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First-Year Programs

Page 23.513.3simply not feasible to constantly integrate course material in a learning community as eachcourse has its own objectives, but with curriculum flexibility and careful planning, faculty havebeen able to integrate the courses with consistent periodic activities and projects throughout thesemester. Our experience indicates the more consistent the integration, particularly in the firstsemester courses, the more likely the students are to be engaged in the community. Problemstaken from Introductory Mathematics for Engineering Applications developed by Wright StateUniversity are used in both the Precalculus and Calculus courses of the learning community as ameans to link mathematics concepts to engineering applications [11]. Problem

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

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First-Year Programs

withpracticing professionals from the community, and weekend group activities. Field SummerBridge includes one week of safety training, a for-credit calculus or other advanced mathematicsclass, and a five-week field internship working with scientists and engineers. Each SummerBridge student makes a presentation for the partner sponsors at the end of the summer. Studentswho successfully complete the component requirements are awarded scholarships.Summer Bridge students: • work on real projects with practicing engineers and scientists; • earn money for college; • complete a college-level mathematics class for credit toward their BS degree; • solidify their vision of a career as a scientist or engineer; • learn to navigate on the campus

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

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First-Year Programs

American Evaluation Association, in addition to ASEE. Dr. Brawner is also an Extension Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advises computer science departments on diversifying their un- dergraduate student population. She currently serves as the principal evaluator for the Teachers Attracting Girls to Computer Science project which aims to increase and diversify the student population studying computer science in high school. Dr. Brawner previously served as principal evaluator of the NSF- sponsored SUCCEED Coalition. She remains an active researcher with MIDFIELD, studying gender issues, transfers, and matriculation models in engineering.Dr. Matthew

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University

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First-Year Programs

and is currently coordinating the Engineering Graduate Attribute Development Project, working with National Council of Deans of Engineering and Applied Science and the Canadian Engineering Accreditation Board, to develop national guidelines and resources for outcomes assessment in engineering education. Page 23.1364.1 c American Society for Engineering Education, 2013 Web-based audience response system for quality feedback in first year engineeringAbstractThe paper will describe the pilot of a commercial web-based audience response system toenhance

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leonardo Bedoya-Valencia, Colorado State University, Pueblo; Ding Yuan, Colorado State University - Pueblo; Jane M. Fraser, Colorado State University, Pueblo

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First-Year Programs

projects through various sources such as NASA, the Department of Homeland Security, NSF, and the Colombian Research Institute. He also have several years of experience working as a consultant for pharmaceutical and energy companies in the U.S. and Latin America.Dr. Ding Yuan, Colorado State University - Pueblo Ding Yuan received a Bachelor of Engineering degree in industrial automation from Dalian University of Technology, Dalian, Liaoning, China, in 1998 and a Ph.D degree in Electrical Engineering from New Jer- sey Institute of Technology, Newark, NJ, in 2006. She is currently an Assistant Professor of Engineering at Colorado State University-Pueblo.Dr. Jane M. Fraser, Colorado State University, Pueblo Jane M

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs

the toughest courses faced by our students. Wealso found that classroom experiences appeared to be important to maintain student interest inengineering and their retention. For instance, in the reflective essays, students indicated that“Teamwork increased my desire in pursuing a degree in engineering”, “The competition is afactor that I enjoyed much more than I had predicted. It helps to drive me much more than abasic problem with a single solution”, and “This semester I have learned that I like being incharge of projects (project management)”.Some students experienced homesickness, while others had a hard time trying to adjust to a newsystem of note taking, lectures, and exams.ConclusionsStudents face a multitude of challenges during the